Shahba Ahmad A, Alashban Zaid, Sales Ibrahim, Sherif Abdelrahman Y, Yusuf Osman
Department of Pharmaceutics, College of Pharmacy, King Saud University, Riyadh 11451, Saudi Arabia.
Department of Clinical Pharmacy, College of Pharmacy, King Saud University, Riyadh 11451, Saudi Arabia.
Int J Environ Res Public Health. 2022 Mar 25;19(7):3902. doi: 10.3390/ijerph19073902.
Background: Distance learning has come to the forefront of educational delivery throughout the world due to the COVID-19 pandemic. Presently, there is a paucity of studies that have utilized interactive e-lectures as a model for remote flipped learning. Objectives: To compare educational outcomes for the remote interactive flipped e-learning (iFEEL) activity versus paper-based in-class group learning (PICkLE). Methods: During the spring 2021 semester, tutorials in pharmaceutical quality control and good manufacturing practice were remotely delivered to students by two different approaches: PICkLE and iFEEL. In the latter activity, interactive e-lectures were software-designed and included several audiovisual enhanced illustrations to encourage students to interact with the lecture material prior to attending the virtual class. The class time was reserved for in-class quizzes and discussion. Mean exam scores were compared and voluntary questionnaires were distributed among the participating students as well as healthcare faculty members in 29 Saudi universities. Data from the remotely-delivered course was compared with data from previous course offerings (2018−2020) that used the live PICkLE method. Results: The mean score of post-lecture tests significantly (p < 0.05) increased compared to pre-lecture tests in remote PICkLE and iFEEL, respectively. iFEEL activity showed higher mean post-tests score (95.2%) compared to live PICkLE (90.2%, p = 0.08) and remote PICkLE (93.5%, p = 0.658). Mean comprehensive exam scores increased from 83.8% for remote PICkLE to 89.2% for iFEEL (p = 0.449). On average, 92% of students and 85% of faculty members reported positive feedback on the five quality attributes of the e-lecture. Over 75% of students preferred the iFEEL over PICkLE activity for future course offerings and 84% of faculty members recommend the integration of interactive e-lectures in their future courses. Conclusion: iFEEL represents a novel model of remote flipped learning and shows promising potential to be incorporated into live blended-learning classroom activities.
由于新冠疫情，远程学习已成为全球教育交付的前沿方式。目前，利用交互式电子讲座作为远程翻转学习模式的研究较少。目的：比较远程交互式翻转电子学习（iFEEL）活动与基于纸质材料的课堂小组学习（PICkLE）的教育效果。方法：在2021年春季学期，通过两种不同方法向学生远程提供药品质量控制和良好生产规范的教程：PICkLE和iFEEL。在后者的活动中，交互式电子讲座通过软件设计，包含多个视听增强插图，以鼓励学生在参加虚拟课程之前与讲座材料进行互动。课堂时间用于课堂测验和讨论。比较平均考试成绩，并向29所沙特大学的参与学生以及医护人员发放自愿调查问卷。将远程授课课程的数据与之前采用现场PICkLE方法授课的课程（2018 - 2020年）的数据进行比较。结果：与远程PICkLE和iFEEL的课前测试相比，课后测试的平均成绩分别显著提高（p < 0.05）。与现场PICkLE（90.2%，p = 0.08）和远程PICkLE（93.5%，p = 0.658）相比，iFEEL活动的课后测试平均成绩更高（95.2%）。远程PICkLE的综合考试平均成绩从83.8%提高到iFEEL的89.2%（p = 0.449）。平均而言，92%的学生和85%的教职员工对电子讲座的五个质量属性给予了积极反馈。超过7%的学生在未来课程中更喜欢iFEEL而不是PICkLE活动，84%的教职员工建议在他们未来的课程中整合交互式电子讲座。结论：iFEEL代表了一种远程翻转学习的新模式，并且在纳入现场混合学习课堂活动方面显示出有前景的潜力。
